MINDFULNESS: TEACHING GUIDE
CONTENTS PART I CLINICAL AND CULTURAL CONTEXT 1 GETTING GROUNDED (IN OUR OWN INSTABILITY) WHY? RESPONDING TO THE DEMAND WHO? CONFRONTING CONSIDERABLE CONFUSION HOW? ENTERING A MYSTERY FROM QUESTIONS TO DIALOG 2 A HISTORY EXERCISE TO LOCATE “MINDFULNESS” NOW EARLY ENCOUNTERS IN THE AFTERMATH OF WORLD WAR II THE ZEN BOOM THE BOOM AND BEYOND THE REVOLUTIONARY 1960S GROWTH AND DEFINITION OF BUDDHISM IN AMERICA PASSAGE TO MATURITY A UNIVERSALIZING AND SECULARIZING DISCOURSE 3 DEFINING MINDFULNESS FOR THE MOMENT MAKING CHOICES FOR “WORKING” DEFINITIONS DEFINING MINDFULNESS IN MBSR MINDFULNESS IN BUDDHISM THE WESTERN DISCOURSE OF MINDLESSNESS–MINDFULNESS A (TENTATIVE) DISCOURSE OF INTERSUBJECTIVITY AND MINDFULNESS CONCEPTUALIZING MUTUALLY EXPANDED STATES OF CONSCIOUSNESS INTEGRATING THE THEORY OF LIVING HUMAN SYSTEMS PART II AUTHENTICITY, AUTHORITY, AND FRIENDSHIP 4 THE PERSON OF THE TEACHER AUTHENTICITY: WHAT YOU KNOW AUTHORITY: WHAT YOU HAVE LEARNED FRIENDSHIP: OFFERING ALL THAT YOU ARE 5 THE SKILLS OF THE TEACHER STEWARDSHIP OF THE GROUP HOMILETICS: TALKING WITH THE GROUP GUIDANCE: NOT PERFORMANCE BUT CONNECTION INQUIRING: CURIOSITY ABOUT PARTICIPANTS’ EXPERIENCES PART III TOWARDS AN “EMPTY” CURRICULUM 6 ORGANIZING THE INTENTIONS OF TEACHING THE MBSR CURRICULUM A SPECTRUM OF TEACHING INTENTIONS DEFINING THE TEACHING INTENTIONS WITHIN THE CONTEXT OF THE MBIS APPLYING THE TEACHING INTENTIONS TO SHAPE CURRICULA AND GUIDE RESPONSES EXAMPLE 1: ADJUSTING STANDARD CONTENT EXAMPLE 2: USING THE INTENTIONS TO GUIDE INQUIRY EXAMPLE 3: IMPROVISING ONE-ON-ONE TEACHING EXAMPLE 4: CREATING UNIQUE CONTENT 7 FULFILLING THE INTENTIONS OF TEACHING EXPERIENCING NEW POSSIBILITIES DISCOVERING EMBODIMENT CULTIVATING OBSERVATION MOVING TOWARDS ACCEPTANCE GROWING COMPASSION 8 PRACTICE SCRIPTS AND DESCRIPTIONS PRACTICES FOR EXPERIENCING NEW POSSIBILITIES PRACTICES FOR DISCOVERING EMBODIMENT PRACTICES FOR CULTIVATING OBSERVATION PRACTICES FOR MOVING TOWARDS ACCEPTANCE PRACTICES FOR GROWING COMPASSION